literature review on course design in english for specific purposes文献综述文档格式.docx

literature review on course design in english for specific purposes文献综述文档格式.docx

《literature review on course design in english for specific purposes文献综述文档格式.docx》由会员分享，可在线阅读，更多相关《literature review on course design in english for specific purposes文献综述文档格式.docx（25页珍藏版）》请在冰豆网上搜索。

1.2AbsoluteandvariablecharacteristicsbyStrevens2

1.3CriteriaandcharacteristicsbyRobinson2

1.4AbsoluteandvariablecharacteristicsbyDudley-EvansandStJohn3

2.ClassificationofESP3

3.OriginsofESP5

3.1Thedevelopmentsofworldeconomy5

3.2Thedevelopmentsoflinguistics5

3.3Thedevelopmentsofpsychology6

4.ESPcoursedesign6

4.1ModelsofESPcoursedesign7

4.1.1Thelanguage-centredmodelinESPcoursedesign7

4.1.2Theskills-centredmodelinESPcoursedesign9

4.1.3Thelearning-centredmodelinESPcoursedesign10

4.2TherolesofESPcourcedesigners12

4.2.1TheESPcoursedesignerasresearcher12

4.2.2TheESPcoursedesignerasneedsanalystandsyllabusdesignerandmaterialsprovider13

4.2.3TheESPcoursedesignerasteacher13

4.2.4TheESPcoursedesignerascollaborator14

4.2.5TheESPcoursedesignerasevaluator14

5.Conclusion14

References16

LiteratureReviewonCourseDesigninEnglishforSpecificPurposes

Abstract

ThisthesisfirstintroducesESPdefinition,classification,origins,andthenexploresitscoursedesign.AsabranchofEnglishteaching,ESPhasthehistoryofaboutfortyyearsandhasbeenmoreandmoreinternationalizedwiththedevelopmentofEnglishasacommunicationinstrument.Tomeettheneedsofvariouslearners,coursedesignplaysaveryimportantroleinESP.

Keywords:

ESP;

coursedesign;

ESPcoursedesign

1.DefinitionofESP

OverthePastfourdecades,ESP（EnglishforSpecificProposes）hasestablisheditselfasaviableandvigorousmovementwithinthefieldofEEFL/TESL,duringwhichtheconceptofESPhasbeenexploredfromdifferentperspectivesandseveralquitedifferentdefinitionshavebeenproposed.Inthissection,weintendtodefinetheconceptofESPforthepresentresearchbyreviewingfourinfluentialdefinitionsproposedinpreviousstudies.

anapproachratherthanaproduct

HutchinsonandWaters（2002）seeESPasanapproachratherthanaproduct.TheyholdthatESPisnotaparticularkindoflanguageormethodology,nordoesitconsistofaparticulartypeofteachingmaterial:

ESPisnotamatterofteaching‘specializedvarieties’ofEnglish.Thefactthatlanguageisusedforaspecificpurposedoesnotimplythatitisaspecialformofthelanguage,differentinkindfromotherforms.

ESPisnotjustamatterofsciencewordsandgrammarforscientists,hotelwordsandgrammarforhotelstaffandsoon.

ESPisnotdifferentinkindfromanyotherformoflanguageteaching,inthatitshouldbebasedinthefirstinstanceonprinciplesofeffectiveandefficientlearning.ThoughthecontentoflearningmayvarythereisnoreasontosupposethattheprocessesoflearningshouldbeanydifferentfortheESPlearnerthanfortheGeneralEnglishlearner.Thereis,inotherwords,nosuchthingasanESPmethodology,merelymethodologiesthathavebeenusedinthelearningofanykindofEnglish.

（Hutchison&

Waters,2002,p.18）

Intheiropinion,ESPisanapproachtolanguagelearningbasedonlearnerneeds.HutchisonandWatersfurthersuggestthatthefoundationofESPisthesimplestquestion:

Whydoesthelearnerneedtolearnaforeignlanguage?

Theanswertothisquestionrelatestothelearners,thelanguagerequiredandthelearningcontext,andthusestablishestheprimacyofneedinESP（Hutchison&

Waters,2002,p.19）.

1.2AbsoluteandvariablecharacteristicsbyStrevens

DifferentfromHutchinsonandWaters,Strevens（1998）proposedtodistinguishbetweenfourabsoluteandtwovariablecharacteristicsindefiningESP.HesuggeststhatESPconsistofEnglishlanguageteachingwhichissignificantinthefollowingfourabsolutecharacteristics:

1）ESPisdesignedtomeetspecificneedsofthelearners;

2）ESPisrelatedincontenttoparticulardisciplines,occupationsandactivities;

3）ESPiscenteredonlanguageappropriatetothoseactivitiesinlexis,syntax,discourse,semanticsandsoon,andanalysisofthediscoursr;

4）ESPisincontrastwithEnglishforGeneralPurposes

ThevariablecharacteristicsrefertothefactthatESPmaybe,butisnotnecessarily:

1）restrictedastothelanguageskillstobelearned（e.g.,readingonly）

2）nottaughtaccordingtoanypre-ordainedmethodology.

HeclaimsthatESPis

1）beingfocusedonthelearner’sneed,wastesnotime

2）isrelevanttothelearner

3）issuccessfulinimpartinglearning

4）ismorecost-effectivethan“GeneralEnglish”

（Srteven,1988,pp.1-2）

ComparedwiththedefinitionbyHutchinsonandWaters,therearethreedifferences:

1）ESPteachingisrelatedincontenttoparticulardisciplines,occupationsandactivities;

2）ESPteachingisincontrastwithEGP;

3）ESPteachingmayhaveitsownmeth